分组竞赛教学法在初中英语阅读教学中的应用研究

发布时间：2018-02-11 00:12

本文关键词： 分组竞赛初中英语阅读　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：这项研究工作的目的是评价分组竞赛法对初中英语阅读教学的效果,包括对学生的学习成绩的提高程度,对学生课堂表现程度,以及对学生学习能力的提高和竞赛意识的培养。为了完成规定的教学任务,教师针对该年纪学生的心理发展规律,在课堂上采取分组竞赛的教学方式。一方面可以对学生的考试分数起到正面的作用,另一方面对学生的学习兴趣也起到了潜移默化的影响,这样更有利于激发学生的学习积极性,提高学生的学习成绩。在分组竞赛这种教学方法的引导下,其他学科领域也取得了较好的成效。在传统说教式的英语教育方式之下,教学效果往往不理想,因为教师本身的教学就是无力的,对学生根本没有起到授受的目的,所以导致整个教学成单项式发展,这是不利于教学的。把英语作为外语的中国来说,只有通过师生之间的有效互动,才可以把英语学好,才能正确地去运用英语,最后才能收到较好的教学成效。在当前教育改革和发展的大背景下,英语学科需要跟上步伐,与时代同步,与整个教育同步。所以有目的性的转变是当前英语教学方式发展的目的之一。这对于进一步推广新课程理念起着十分重要的理论和实践价值。通过对初中英语阅读教学方法的相关文献研究,结果显示大部分的教育实践方式集中在“分组合作”上,而“分组竞赛”的实践教学却研究甚少。本研究选择重庆市第六十八中学七年级和八年级的两个班级的学生作为研究对象,应用分组竞赛的教学方法对这两个班进行约三个半月的英语阅读教学。在实验期间,运用到了实验法、问卷调查法以及观察法,分别从学生的成绩、学生上课的表现进行逐一研究。此外还采用了访谈法,研究对象是六十八中学所有英语老师共10人,此方法主要针对分组竞赛教学法的实施时的困难进行研究。最后分析数据,目的是从客观性方面来证实分组竞赛法在初中英语阅读教学上的应用是可行的。最后研究结果显示,(1)学生的英语阅读成绩或是考试分数在这一新的教学方法的导入下有所提高。(2)通过分组竞赛法在初中阅读课堂上的实施,对学生的学习兴趣、自信心、积极性以及举手回答问题的次数和质量都有所改善(3)对全体英语教师访谈的结果上,他们提出了制约分组竞赛教学法在阅读课上实施的因素,主要包括:(1)教师的教学压力与繁重的教学内容。(2)教师的工作量大没有时间来策划这种教学方式。(3)教师对分组竞赛教学法具体的操作不熟悉。(4)学生对老师新的教学法具有一定的适应过程。结论:分组竞赛教学法对学生的学习成绩、学习兴趣、自信心、积极性以及上课回答问题的次数和质量都有一定的改善作用。在实施分组竞赛法的制约因素方面,教师的工作量、时间安排、对教学法不熟悉等因素有关。
[Abstract]:The purpose of this study is to evaluate the effectiveness of grouping competition in junior high school English reading teaching, including the improvement of students' academic performance and the students' performance in class. And the improvement of students' learning ability and the cultivation of competition consciousness. In order to complete the prescribed teaching tasks, teachers aim at the law of psychological development of students of this age. On the one hand, it can play a positive role in the students' test scores, on the other hand, it has a subtle effect on the students' interest in learning. In this way, we can stimulate students' enthusiasm and improve their academic performance. Under the guidance of the teaching method of group competitions, other disciplines have also achieved good results. The teaching effect is often not ideal, because the teacher's own teaching is powerless and does not serve the purpose of teaching students at all, so it leads to the development of the whole teaching in a single way, which is not conducive to teaching. For China, which regards English as a foreign language, Only through effective interaction between teachers and students can we learn English well, use English correctly, and finally achieve better teaching results. Under the background of the current educational reform and development, English subjects need to keep up with the pace. In sync with the times, Therefore, a purposeful change is one of the purposes of the current development of English teaching methods. This is of great theoretical and practical value for the further promotion of the concept of the new curriculum. Literature research on reading teaching methods, The results show that most educational practices focus on "group cooperation". However, there is little research on the practice teaching of "group competition". This study chooses the students in the seventh and eighth grades of Chongqing 68th middle school as the research objects. The two classes were taught English reading for about three and a half months by using the teaching method of group competition. During the experiment, the experimental method, the questionnaire method and the observation method were applied, respectively, from the students' scores. The students' performance in class is studied one by one. In addition, the interview method is used to study all English teachers in 68 middle school. This method is mainly aimed at the difficulties in the implementation of group competition teaching method. Finally, the data are analyzed. The purpose of this study is to prove the feasibility of the application of grouping competition in junior high school English reading teaching from the aspect of objectivity. Finally, the results show that students' English reading scores or test scores are guided by this new teaching method. The implementation of group competition in the reading class of junior high school is improved. The students' interest in learning, self-confidence, enthusiasm and the frequency and quality of answering questions by raising their hands are all improved. The results of interviews with all English teachers show that the factors restricting the implementation of group competition teaching in reading class are put forward. Mainly include: 1) teacher's teaching pressure and heavy teaching content. (2) the teacher's workload is heavy and there is no time to plan this teaching method. 3) the teacher is not familiar with the specific operation of the grouping contest teaching method. 4) students are not familiar with the teacher's new teaching. Conclusion: group competition teaching method can improve students' academic performance. Learning interest, self-confidence, enthusiasm, the number and quality of answering questions in class are all improved to some extent. The factors related to the implementation of grouping competition are the workload of teachers, the time arrangement and the unfamiliarity of teaching methods.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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